A university-wide secondary credential program (middle and high school) has engaged in systemic reform through professional development for content faculty to better equip prospective secondary teacher candidates for supporting the academic and social needs of English language learners (ELLs), particularly in urban schools. Data from five years of implementation (2007 to 2012) suggest that faculty across disciplines and colleges enhanced their beliefs, knowledge, and confidence with regard to how ELLs acquire content and academic English language through specific effective methods and strategies. This study suggests that university faculty participation in structured and purposeful professional development can strengthen their preparation of prospective secondary content prospective teachers for working with all students, including ELLs, in diverse secondary classrooms.